Number Recognition & Order

Name: Hallie Utter Date: 4/1/17

Curriculum/Course: Mathematics, Physical Education Grade level: Kindergarten
Materials:
- Numbers PowerPoint
- Counting Numbers Worksheet
Time/Period: 40 Minutes - Crayons
- Pencil
- Stamp
- Glue
- Blocks
Standards:
-CCSS.MATH.K.CC.A.2. Count forward beginning from a given number within the known sequence. .
-NASPE.2. The physically literate individual applies knowledge of concepts, principles, strategies and tactics
related to movement and performance.
-CCSS.MATH.K.CC. C.7. Compare two numbers between 1 and 10 presented as written numerals

Objectives:
A) Using the Numbers PowerPoint, students will identify numbers 1-10 without error.
B) Using the Numbers PowerPoint, students will jump and clap to represent the number value with 75%
accuracy.
C) After cutting out cards, students will arrange numbers cards in order 1-10 and glue them in the correct
order with 75% accuracy.

Outcome Statement
By the end of the lesson, students will be able to identify numbers 1-10 without error, jump and clap to
represent the number value with 75% accuracy and arrange numbers in order from 1-10 and glue them in the
correct order with 75% accuracy.

Assessment (Formative, Summative)

Formative Assessment: I will observe random students as they complete the Numbers PowerPoint activity
and make note of those who need additional support by jotting names down on a clipboard.
Formative Assessment: I will observe random students as they complete the Numbers PowerPoint activity
and make note of those who need additional support by jotting names down on a clipboard.
Formative Assessment: I will check each students paper after they have lined up the numbers in the correct
order. After gluing the numbers down in the correct order, students will receive a stamp.
Introduction/Hook (10 minutes)
(Prior to the introduction, I will pull out my Numbers PowerPoint on the computer). Alright, today we are
going to be working on counting! I was very impressed last week when I watched everyone clap and count
numbers, shapes, and letters. I decided that we will begin today by reviewing our numbers by saying,
clapping, and jumping them. So I will show you one number at a time and just like Mrs. Vs game you will say
it, then as a class we will clap it together and then we will jump it. Everyone needs to be careful when we jump
so we arent bumping into tables or each other. I want everyone to hold their arms out like an airplane to make
sure they arent touching anyone, if you are touching someone you need to move. Okay is everyone ready?
Alright, here we go! (I will show numbers on a PowerPoint one by one and together we will say the number,
and represent it by clapping and jumping). Great job! Alright now we are going to move on to todays activity,
I need everyone to take a seat and face towards the board.
Steps in the lesson (10 minutes)
(I will display the worksheet on the overhead and have a box of crayons with me to demonstrate). So before I
give you the assignment, I am going to explain what we are going to do. So if you look at my paper, the
numbers one through ten are spread out. For each color, you will be coloring the number a different color but
the catch is that I will be telling you what color to use. So for example, what numbers is this? (I will display
the number one). Yes, Natalie, it is the number one. I will have you color the card yellow. Can everyone show
me a yellow crayon? (I will allow students time to open their crayon boxes and pull out a yellow crayon. After
everyone shows me a yellow crayon I will continue). Alright, so now that we have our yellow crayons, I am
going to color in my card yellow, but remember we are going to do our best coloring job! Alright, I am going
to give you each a paper and you may color the number one yellow, but do not move on to the next number. (At
this time, I will pass out a worksheet to each student). Alright now what number is this? (I will show a number
card on the document camera). Yes, Mathew, its the number four. I want you to find the number four on your
sheet and color the card in blue. (I will color my number four card in blue and then walk around to make sure
everyone has found the number four and is coloring their number blue). Great job! Now what about this
number? Yes, Bridget, six! I would like everyone to find their number six and color it green. (I will color my
number six card in green and then walk around to make sure everyone has found the number six and is
coloring their number green.) Alright, on your own I want you to find the number three, and color it in brown.
(As I read the numbers, I will walk around and make sure everyones on the right track. I will continue this
process until all of our numbers are colored in).

Closure Activity/Wrap up (20 minutes)

Great job identifying numbers! Now the last part of our activity is that I need you to use your best
kindergarten cutting and cut out each number. So when we cut, remember we must cut around the dotted lines
so you will end up with a total of ten boxes. First, cut your paper in half following the dotted line, then cut out
each box individually. After you have cut out each number you will arrange them in order from 1-10. When
you have finished, you may raise your hand and I will come around to check your numbers. When you have
been checked, if your table doesnt already have glue, you may go get the glue and stick your cards in the
correct order on your paper. After you have finished gluing, I will come around and stamp your paper. When
your paper has been stamped, use the blocks on the back table to see if you can match the right number of
blocks to the value it represents. (During this period, I will walk around and provide feedback to students and
check their work as they arrange their cards in the correct order).
Differentiation:

What will I differentiate? Content Process Product

I will differentiate by process. As students will complete the activity differently based on readiness.

How will I differentiate? For readiness By interest Learning profiles Ability level Affect

I will differentiate by readiness from simple to complex numbers. There are many different levels of students
represented in this class. Gifted students, will work on representing each number will a set number of objects
to emphasis the concept of value. Intermediate students will complete the worksheet as in the instructions.
The cognitively impaired student and lower performing students will use the number line on their name tag
to help them develop the correct order of numbers.

Gifted Students: After completing the assignment, students will work on matching a set of objects to the
value it represents.
Intermediate Students: Students will complete the worksheet as in the instructions: color numbers, make
correct order, glue order on the worksheet.
Cognitively Impaired & Lower Performing Students: Students will use the time line on their name tag to
help them develop the correct order of numbers.

Accommodation/Modification

-Gifted Students: These students will work on the learning center activities when they are finished.
-Cognitively Impaired Students: These students will receive additional time to complete their sorting and I
will use longer wait time for them to answer questions. These students may also work with partners to arrange
their numbers in order from one to ten.
-Emotional/Behavior Impairment: This lesson is a direct instruction so students will see concepts modeled
slowly give students responsibility to complete the task on their own. Students may receive breaks if they need
time to calm down.
 Counting 1-10
1 7 2 3 9
4 10 8 6 5